TY - JOUR
T1 - The impact of early clinical training in medical education
T2 - A multi- institutional assessment
AU - Carney, Patricia A.
AU - Bar-on, Miriam E.
AU - Grayson, Martha S.
AU - Klein, Martin
AU - Cochran, Nan
AU - Eliassen, M. Scottie
AU - Gambert, Steven R.
AU - Gupta, Krishan L.
AU - Labrecque, Mary C.
AU - Munson, Paul J.
AU - Nierenberg, David W.
AU - O'Donnell, Joseph F.
AU - Whitehurst-Cook, Michelle
AU - Willett, Rita M.
PY - 1999/1
Y1 - 1999/1
N2 - With funding from The Robert Wood Johnson Foundation's Generalist Physician Initiative, Dartmouth Medical School (DMS), New York Medical College (NYMC), and Virginia Commonwealth University School of Medicine (VCU- SOM) adopted early community-based training models for longitudinal clinical experiences. These schools developed different evaluation strategies to assess these models. This paper describes each program, the method used to evaluate an aspect of the program, lessons learned about early clinical teaching and learning, and challenges encountered. Each program use cross- sectional evaluation, and the analysis methods included descriptive statistics, chi square, t-tests, analysis of variance, and generalized- linear models. Dartmouth determined that the type of preceptor does not greatly influence the development of clinical skills, although case-specific differences were discovered. NYMC learned that students taught clinical skills in community-based settings performed as well as or better than their peers who received early patient experience on hospital wards. Virginia Commonwealth discovered that community experiences contributed positively to students' education, critical thinking, and problem-solving skills. Students value early clinical experiences and make important achievements in clinical skills and knowledge development, although logistic challenges exist in conducting these courses. Evaluations are critical to ensure competency, and faculty development must be linked to the evaluation process.
AB - With funding from The Robert Wood Johnson Foundation's Generalist Physician Initiative, Dartmouth Medical School (DMS), New York Medical College (NYMC), and Virginia Commonwealth University School of Medicine (VCU- SOM) adopted early community-based training models for longitudinal clinical experiences. These schools developed different evaluation strategies to assess these models. This paper describes each program, the method used to evaluate an aspect of the program, lessons learned about early clinical teaching and learning, and challenges encountered. Each program use cross- sectional evaluation, and the analysis methods included descriptive statistics, chi square, t-tests, analysis of variance, and generalized- linear models. Dartmouth determined that the type of preceptor does not greatly influence the development of clinical skills, although case-specific differences were discovered. NYMC learned that students taught clinical skills in community-based settings performed as well as or better than their peers who received early patient experience on hospital wards. Virginia Commonwealth discovered that community experiences contributed positively to students' education, critical thinking, and problem-solving skills. Students value early clinical experiences and make important achievements in clinical skills and knowledge development, although logistic challenges exist in conducting these courses. Evaluations are critical to ensure competency, and faculty development must be linked to the evaluation process.
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U2 - 10.1097/00001888-199901001-00033
DO - 10.1097/00001888-199901001-00033
M3 - Article
C2 - 9934311
AN - SCOPUS:17944391020
SN - 1040-2446
VL - 74
SP - S59-S66
JO - Academic Medicine
JF - Academic Medicine
IS - 1 SUPPL.
ER -